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Assessment of the Relationship Between Practical Anatomy Exposure and Structure Identification

Abstract

The study examines the relationship between practical anatomy exposure and students’ ability to identify anatomical structures, with emphasis on the contribution of practical learning experiences to the recognition and understanding of human anatomical structures. Practical anatomy provides students with opportunities to observe and interact with anatomical specimens, models, prosections, and other learning materials, thereby supporting the development of visual recognition and structural understanding. Assessing this relationship may provide useful information on the role of practical exposure in strengthening students’ anatomical identification skills. The study will assess the level of practical anatomy exposure among undergraduate students and determine their ability to identify selected anatomical structures during practical assessments. The specific objectives will include determining the extent of students’ exposure to practical anatomy activities, assessing their accuracy in identifying anatomical structures, examining performance across different anatomical regions and practical materials, and determining the relationship between practical anatomy exposure and structure identification. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students will be selected using an appropriate sampling technique. Data on practical anatomy exposure will be obtained through a structured questionnaire, while structure identification ability will be assessed using standardized practical tasks involving anatomical specimens, prosections, models, diagrams, or other appropriate learning materials. Data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation or inferential test will be applied to determine the relationship between practical anatomy exposure and structure identification performance. The study is expected to reveal variations in the extent of practical anatomy exposure and structure identification ability among the students. Students with greater practical exposure may demonstrate better accuracy in recognizing anatomical structures, landmarks, and spatial relationships. Identification may be easier for large and distinctive structures, while small, closely related, deeply located, or visually similar structures may present greater difficulty despite practical exposure. The findings will be useful to anatomists, anatomy educators, practical instructors, medical educators, and curriculum developers by providing information on the relationship between practical exposure and students’ ability to recognize anatomical structures. The findings may also assist educators in identifying areas where students require additional practical sessions, repeated structure identification exercises, guided specimen observation, or supplementary visual learning resources. The study will conclude by determining the relationship between practical anatomy exposure and students’ ability to identify anatomical structures. It is recommended that undergraduate anatomy programmes should provide adequate and structured practical exposure supported by repeated opportunities for direct observation and identification of anatomical structures. Further studies involving larger and more diverse student populations may be conducted to provide broader evidence on the contribution of practical anatomy exposure to anatomical structure identification.

Keywords: Practical anatomy exposure, structure identification, practical anatomy, anatomical structures, anatomy education, undergraduate students, anatomical identification, anatomical specimens, prosection, anatomical models, practical assessment, anatomical landmarks, anatomy learning, spatial relationships, practical anatomy skills.